neurodivergent learners
Central to how we work, not bolted on.
Many of our students are autistic, and some are also ADHD, dyslexic or dyspraxic.
how sessions run
We take the pressure out of the interaction.
Sessions are built around processing time, predictable structure, low-demand starts, and clear expectations, with tutors who have worked with autistic students before and don’t treat difference as something to manage.
We take the pressure out of the interaction so the learning can happen. That’s the whole of it — there is no separate programme, because this is how every session is built in the first place.
what that means in practice
Three things a single tutor can't do on their own.
who sets it
A neurodiversity lead, not a note on a file
Someone sets how your specific child's sessions should run, aims to brief each new tutor before they start, and adjusts when something isn't landing.
the human side
When more than the teaching needs handling
School refusal, anxiety, burnout, or a term that has simply gone wrong. This is exactly why a tutor on their own is rarely enough, and why we offer a mentor alongside the teaching.
continuity
Cover that doesn't restart the relationship
If a tutor is ill or moves on, the rest of the team already knows your child. Nothing goes back to the beginning — which for a lot of our students is the difference between carrying on and stopping.
what we stand for
If a child is bouncing off the walls, remove the walls.
A classroom is one way to learn and it suits some students very well. For plenty of others it's the single biggest obstacle in the way. We teach where the learning actually happens, which might be at the kitchen table, standing up, in short bursts between training sessions, or at a time of day when a particular brain switches on. The setting is not a detail.
Start with a conversation, not a package.
With you, and with your child if they want to be in it. If we're not the right fit we'll say so, and usually point you somewhere better.